Gulliford, A., Walton, J., Allison, K., & Pitchford, N.J.P. (2021) A qualitative investigation of implementation of app-based maths instruction for young learners. Educational and Child Psychology, 38, 3, 90-108.
Pitchford, N. J., Gulliford, A., Outhwaite, L.A. Davitt, L. J., KatabuaE., & Essien, A.A. (2021) Using interactive apps to support learning of elementary maths in multilingual contexts: Implications for practice and policy development in a digital age. PP 135-153. In Anthony Essien and Audrey Msimanga (Eds). Policy and Practice in STEM Multilingual Contexts: Multilingual Education Yearbook 2021. Springer. doi.org/10.1007/978-3-030-72009-4
Zafeiriou, M. E. &Gulliford, A. (2020) A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation. Educational Psychology in Practice 36(4), 422-442. doi.org/10.1080/02667363.2020.1818553
Outhwaite, L.A. & Gulliford, A. (2020) Briefing note: academic and social-emotional interventions in response to Covid-19 school closures. UCL Centre For Education Policy & Equalising Opportunities. https://www.ucl.ac.uk/ioe/departments-and-centres/centres/centre-education-policy-and-equalising-opportunities
Outhwaite, L., Gulliford, A., & Pitchford, N. (2020). Language Counts when Learning Mathematics with Interactive Apps. British Journal of Educational Technology. doi.org/10.1111/bjet.12912
Gough, G. & Gulliford A. (2020) Resilience Among Young Carers: Investigating Protective Factors as Perceived by Young Carers. Educational Psychology in Practice. doi.org/10.1080/02667363.2019.1710469
Turner, J. & Gulliford A. (2020)Examining the Circles of Adults process for Children Looked After: the role of self-efficacy and empathy in staff behaviour change. Educational Psychology in Practice, 36:1, 32-51, doi.org/10.1080/02667363.2019.1667752
Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2019). A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research & Method in Education, 43(3), 225-242.
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